ADHD in Lebanese Schools: Diagnosis, Assessment, and Treatment

94 Pages·2016·1.951 MB·English

by  Hala Mohammed Berri, Anies Al-Hroub (auth.)

SPRINGER BRIEFS IN PSYCHOLOGY
Hala Mohammed Berri
Anies Al-Hroub
ADHD in
Lebanese Schools
Diagnosis,
Assessment, and
Treatment
123
SpringerBriefs in Psychology
SpringerBriefs in School Psychology
More information about this series at h ttp://www.springer.com/series/10143

Hala Mohammed Berri (cid:129) Anies Al-Hroub
ADHD in Lebanese Schools
Diagnosis, Assessment, and Treatment
Hala Mohammed Berri Anies Al-Hroub
Department of Education Department of Education
American University of Beirut American University of Beirut
Beirut , Lebanon Beirut , Lebanon
ISSN 2192-8363 ISSN 2192-8371 (electronic)
SpringerBriefs in Psychology
ISBN 978-3-319-28698-3 ISBN 978-3-319-28700-3 (eBook)
DOI 10.1007/978-3-319-28700-3
Library of Congress Control Number: 2016931325
Springer Cham Heidelberg New York Dordrecht London
© Springer International Publishing Switzerland 2016
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For my parents and family
Hala Mohamad Berri
For all my graduate students
Anies Al - Hroub

Pref ace
T his new book brings together the latest research about attention defi cit hyperac-
tivity disorder (ADHD) in Lebanon. It specifi cally addresses issues related to
assessing, diagnosing, and treating students with ADHD in Lebanese schools.
The book is primarily written for teachers, counselors, principals, and research-
ers. It also addresses specialists who are working with children with ADHD and
special educational needs.
The structure of chapters addresses what teachers and practitioners should do
when dealing with issues related to ADHD. Chapter 1 introduces the concept of
ADHD and the types of diffi culty which children with the disorder experience at
school. The aims, rationale, and signifi cance of the research study on which this
book is based are outlined. In Chap. 2 we discuss how the concept of ADHD has
evolved over time and then move on to an examination of the prevalence, causes,
diagnosis, and treatment of the disorder. In addition, we look at teachers’ knowl-
edge and perceptions of ADHD. We then describe in Chap. 3 the research study that
we undertook and how we set about answering our two research questions, which
aimed to investigate Lebanese elementary school teachers’ knowledge of ADHD
and how the gender of students with the disorder affects teachers’ perceptions of
ADHD subtypes. The research fi ndings are presented in Chap. 4 , and we discuss
teachers’ general knowledge about ADHD as well as their understanding of the
symptoms, diagnosis, and treatment of the condition. In addition we provide an
overview of ADHD in the specifi c context of Lebanon. Chapter 5 concludes the
book with a discussion of what constitutes teacher’s knowledge and perceptions of
ADHD and the need for training to be provided for teachers and services to be
offered to students. We consider the implications of the research and make recom-
mendations for strategies that will benefi t both students and teachers alike.
Beirut, Lebanon Hala Mohammed Berri
Anies Al-Hroub
vii

Contents
1 Introduction to ADHD ................................................................................ 1
1.1 Introduction .......................................................................................... 1
1.2 Discovering What Lebanese Teachers Know About ADHD ............... 3
1.3 Why Study ADHD in Lebanon? .......................................................... 3
1.4 Addressing the Diffi culties in Educating Students with ADHD .......... 5
References ..................................................................................................... 5
2 Assessment, Diagnosis, and Treatment of ADHD
in School-Aged Children ............................................................................ 7
2.1 Conceptions of ADHD ......................................................................... 7
2.1.1 Evolving Conceptions of ADHD ............................................. 7
2.1.2 Current Defi nition of ADHD ................................................... 8
2.2 Overview of ADHD ............................................................................. 8
2.2.1 Prevalence of ADHD and Gender Factors ............................... 8
2.2.2 Prevalence of ADHD Across Cultures ..................................... 9
2.2.3 Causes of ADHD ..................................................................... 9
2.2.4 Genetic and/or Psychosocial Causes of ADHD ....................... 10
2.2.5 Diagnosis of ADHD ................................................................. 11
2.2.6 Assessment of ADHD .............................................................. 12
2.2.7 Intervention and Treatment ...................................................... 13
2.3 Teachers’ Knowledge of ADHD .......................................................... 13
2.3.1 Factors Affecting Teachers’ Knowledge .................................. 14
2.4 Gender of Students with ADHD and Teachers’ Perceptions ............... 15
2.5 Conclusion ........................................................................................... 16
References ..................................................................................................... 17
3 Researching Lebanese Teachers’ Knowledge and Perceptions
of ADHD ...................................................................................................... 21
3.1 Discovering What Teachers Know and Perceive of ADHD ................ 21
3.2 Research Design Used to Study Teachers’ Knowledge
and Perceptions of ADHD ................................................................... 21
3.3 Fifteen Schools in Southern Lebanon .................................................. 22
ix